Alaa Ali Elfawal Alaa Ali Elfawal

giving directions
elementary level

Description

In this lesson, students will know how to give directions by listening to some people give directions in the context of Can you tell me the way? The lesson starts with a discussion about a picture of Liverpool. This followed by checking some places on a map of Liverpool. Then I will clarify some directions through an exercise of matching. Then Ss will find some places on the map through giving directions. I will clarify the way of giving directions through an exercise. Finally, Ss will practice speaking and give directions to each other.

Materials

Teacher%27s+book+and+tests+ +speakout 2nd elementary Speakout 2ed Elementary book

Main Aims

  • To provide clarification of language used for giving directions in the context of Can you tell me the way?

Subsidiary Aims

  • To provide accuracy speaking practice for giving directions

Procedure

Warmer/lead-in (3-5 minutes) • To set lesson context and engage students.

Firstly, I will ask them about the most famous cities in England then I will tell Ss to look at the picture of Liverpool and tell each other why Liverpool is a famous city? What can a tourist do there? They will work in pairs. Then will give me feedback for each other.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

Ss will check some places on the map, try to find these places and tick it. Then check in pairs. Ss will work in pairs, one of them point at on the places which were the previous exercise and the other says the place.

Highlighting (2-4 minutes) • To draw students' attention to the target language

I will stick eight pictures on the board for some directions and ask the learners what is the direction on each picture. Ss will discuss together and write down their answers on papers.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

I will give students an exercise of matching the pictures in the right direction. check in pairs. Then SS will listen to a track to know their answers and repeat each direction. I will ask them how we ask someone for directions? they will write their answers on papers and I will stick it on the board then they will listen to the audio for a woman asking for some directions. I will ask them to write down how she asks for directions and I will stick them on the board and clarify the expressions.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Ss will look at the map and find start here then they will listen to a woman asking for directions. They have to follow the directions and find two places "The Beatles Story Museum and The Cinema" and write their letter on the map. Then check in pairs and give them the feedback. They will listen again to the same track and complete a conversation. They listen again and underline the stressed words. check in pairs and give them the feedback.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Ss will read a conversation and then listen to it, they have to find out how the woman checks the directions. Ss will underline the phrases she uses. Check in pairs and give them the FD. Ss will have another exercise; they will read a conversation and listen to it to underline the stressed words of B's answers. Check in pairs and give them the FD. I will explain that If they want to correct a mistake they have to say it louder. Ss will listen again and repeat B's answers.

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Ss will work in pairs. Student A chooses a starting point on the map and giving directions to one of the places. Student B follows the directions. They will take turns. I will monitor them and give them the FD at the end

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